Straipsnyje aptariamos pagrindinės nesėkmingo mokymosi priežastys: motyvuotos, nukreiptos į tikslą veiklos stoka, netinkama mokytojo ir mokinių tarpusavio sąveika, vaiko gabumai ir mokymosi negalios

Tyrimo tikslas - panagrinėti socialinių pedagogų veiklos, dirbant su vaikais, patyrusiais mokymosi nesėkmes, prielaidas.

Vaikui, patyrusiam mokymosi nesėkmes, svarbi ne tik dalykinė, bet ir socialinė pedagoginė pagalba. Mokslinės literatūros analizė rodo, kad sociopedagoginė pagalba —kompleksinė pagalba, kurios veiksmingumą galima apibrėžti kaip pedagogų pastangas pastebėti mokinių mokymosi nesėkmes ir padėti jiems įveikti mokymosi sunkumus.

Tyrimo rezultatų analizė leidžia daryti išvadą, kad dažniausiai nesėkmingą mokymąsi lemia bendri mokymosi sunkumai, per didelės namų darbų apimtys ir moksleivių dėmesio koncentracijos stoka. Įvertinant tai, kad Lietuvoje didėja nesėkmingai besimokančių mokinių skaičius, būtina rekomenduoti plėtoti pedagoginės ir psichologinės pagalbos prieinamumą, veiksmingumą ir kokybę. Tyrimu nustatyta, kad mokymosi sunkumus mokykloje dažniausiai padeda įveikti klasės auklėtojas, o kitų pagalba mokiniams yra mažiau prieinama ar priimtina. Remiantis atliktu tyrimu, teigiama, kad į pagalbos organizavimo procesą turi įsijungti visas mokytojų kolektyvas: psichologai, socialiniai pedagogai, dalykų mokytojai ir klasės auklėtojas.

Straipsnyje nagrinėjama mokinių požiūrio į mokymąsi klausimyno turinio validumo problema. Analizuojama, kaip užsienyje sukurtą diagnostikos priemonę SMALSI (School motivation and learning strategies inventoiy, sudarė K. C. Stroud, C. R. Reynolds, 2006) perkelti į Lietuvos socialinę ir pedagoginę terpę. Siekiant užsienio šalių patirtį pritaikyti Lietuvos sociokultūriniam kontekstui, ypatingas dėmesys turi būti skiriamas klausimyno validumui užtikrinti.

The article analyses the peculiarities of the organization of the pedagogical help for school students with learning problems and discusses the reasons for unsuccessful learning, which are connected with school learners' personalities, family factors and the organization of the learning process. This research was organized to find out the class masters' opinions about unsuccessful learning. The results of the research showed, that besetting reasons for unsuccessful learning are failure to concentrate and inappropriate behaviour during lessons.

The article analyses the peculiarities of the organization of the pedagogical help for school students with learning problems and discusses the reasons for unsuccessful learning, which are connected with school learners’ personalities, family factors and the organization of the learning process. This research was organized to find out the class masters’ opinions about unsuccessful learning. The results of the research showed, that besetting reasons for unsuccessful learning are failure to concentrate and inappropriate behaviour during lessons.

The article analyzes parents’ attitude towards the requirements of social pedagogical assistance and organized effectiveness. The aim of the research was to reveal parents’ opinion related to implementation of an organized social pedagogical assistance at school. The results of the research display the most important problems, according to parents’ opinion, that their children most often face at school as well as parents’ awareness of assistance provided by specialists who work at school. The article also gives information to which specialists parents refer to solve the problems connected with education.

The article analyzes parents’ attitude towards the requirements of social pedagogical assistance and organized effectiveness. The aim of the research was to reveal parents’ opinion related to implementation of an organized social pedagogical assistance at school. The results of the research display the most important problems, according to parents’ opinion, that their children most often face at school as well as parents’ awareness of assistance provided by specialists who work at school. The article also gives information to which specialists parents refer to solve the problems connected with education

The article discusses the use of pedestrian reflectors as one of the essential aspects of self-protection. The analysis of the research results conducted in Lithuania (R.Vilkonis (2004), A. Pikūnas (1997), O.Lukoševičienė (2001)) necessitates a particular attention to development of pedestrian safety competence at school. Each teacher should be concerned about school learners’ behaviour in the street and they should discuss the current situation in the roads during lessons as well as before or after them. It has to be emphasised that only teachers’ efforts are not enough to form child’s behaviour model. Child’s behaviour is, to big extent, affected by the society, which, unfortunately, is tended to create inappropriate rather than appropriate behaviour models. Such tendency was clearly demonstrated by the research into the situation of pedestrian reflector use, which was an integral part of the research “Safe Traffic Education at Schools”, which was conducted in 2007 following the Order of the Ministry of Education and Science. The goal of the research was to investigate wearing/not wearing of pedestrian reflectors and safe/risky crossing of the street among school learners from 1 to 4 and from 5 to 8 forms. The learners’ self-protection in the street was investigated observing and recording wearing/not wearing of pedestrian reflectors and safe/risky crossing of the street of school learners from 1 to 4 and from 5 to 8 forms. It was identified that the absolute majority of primary school learners wear pedestrian reflectors. This allows for conclusion that the use of safety reflectors at this stage is observed and under control. However, the research revealed that wearing of reflectors is not common among 5th –8th formers and that almost half of them seldom wear pedestrian reflectors.

The data of the research shows that the idea of continual and uninterrupted education has not been put into practice yet due to a great number of truants, the students remaining for the second year in the same class and those who have experienced learning failures. Because of these reasons, the necessity arises to turn help conveyed by teachers to students into more effective one. The aim of the work is to reveal specific features of pedagogic activity related to work with students who experienced learning failures. It was tried to investigate the point of view of students, who experienced learning failures, towards teachers' help. The analysis of the research data showed, that truants usually complain of a big homework load, the students facing learning failures speak about difficulties to understand and memorize teachers' explanations; the truants mention problems connected with reading and writing. The students who unwillingly attend school in comparison with other students, who were investigated, stress the importance of communication for a successful learning process. The data research proved that most often class and subject teachers help to overcome learning failures. Social pedagogues, psychologists, speech therapists not so often render their assistance to students with learning problems. The research states that students playing truants get all necessary help from teachers more often that other participants of the research.

Straipsnyje, pasitelkus sociologų teorines bei empirinių tyrimų įžvalgas, aptariama visuomeninio aktyvumo problema, konstatuojamos pilietinio pasyvumo tendencijos, akcentuojama, kad tikslinga kurti bei įgyvendinti piliečių ir vietos valdžios institucijų sąveikos modelius, optimaliai pritaikytus moderniai visuomenei. Antroje straipsnio dalyje autorės pristato ir analizuoja atliktą empirinį tyrimą apie jaunimo aktyvumą priimant sprendimus. Tyrimu nustatyta, kad beveik trys ketvirtadaliai jaunimo norėtų daugiau dėmesio skirti pilietinėms akcijoms ir taip daryti įtaką priimant sprendimus.

Employing sociologists’ insights into theoretical and empirical researches, the article discusses the problem of social activeness and tendencies of civic passiveness are stated. It also emphasizes the necessity to create and implement models of interaction between citizens and local government institutions that are optimally adapted to modern society. The second part of the study presents and analyses the empiric research on active involvement of young people in decision-making process. Moreover, the authors reveal that almost three fourths of young people would like to pay more attention to civic initiatives and, thus, have effect on decision-making.